AppleTV in the Classroom/Boardroom
AppleTV in the Classroom/Boardroom
You know all those problems about getting the computer to work with a projector?
The embarrassment factor (especially when you are an ICT person) when you just can’t get things to work together seamlessly?
You have to go and seek the technician because the right cable doesn’t seem to be there - and then when you get it there simply seems to be no rhyme or reason it doesn’t work?
Come on folks, this is MODERN TECHNOLOGY. It should just work!
Well, it can, and it will, and Apple TV could be a great blessing and a massive time/money/embarrassment saver. Here’s why:
AppleTV. It doesn’t tell you a lot. It’s made by Apple (whoops, if you are in Blackpool ICT - that was the wrong thing to say for a start). Its TV? What TV?
Lets get one thing straight from the start. Yes, AppleTV receives TV, you can rent media, movies, listen to streamed radio, YouTube, Flicker and Apple’s own iCloud over the internet. It connects by wire or WiFi, or both..... but there is more. It was HD 720p, it now delivers full HD, full HD sound and surround sound (via optical).
But there is more. More is ‘AirPlay’. What is AirPlay? Well, you could already stream movies and content from a Mac (or PC) on your network. That is a given, but AirPlay is something else. Using a Mac, an iPod, iPhone, iPad you can now stream content from that to the AppleTV in realtime, watching your HD content, or listening to music fully in control of the source. It seems like magic, but it is not. Its just plain, simple Apple design. AirPlay enabled apps are now all over the internet, and each allows you to magically share your device with others in the room (or in other rooms for that matter).
I cannot say enough about AirPlay, so read more here:
http://www.apple.com/appletv/airplay.html
So? So you can send content to the AppleTV - hence to the screen. But the same is true of any suitably equipped TV or Projector!
Now for boardrooms this means no more getting up and going to “the front” to present. No more fiddling with cables and wires, switching over, calling ICT (because you will not need them!).
In the Classroom, students have the ultimate access to “show and tell”. There are controls of all kinds now available, but imagine students presenting materials they have researched, collected, presented and edited, shared with the class, the group, the school. the college, the parents.....and all in an intuitive, simple to manage way.
If you want to know more contact me.
The revolution in the way we deliver education, and the way students can deliver creative ideas can change forever..... TOMORROW.
Adjunct: I was approached by the daughter of a well-known Educational Guru who wanted to better connect up her learners in a Primary School. She wanted the pupils to be able to present at any time, on one of three or four HD screens. This was in early 2010 (I think).
My assessment, and the research done suggested HDMI distribution boxes, cables etc. It was a solution, but the cost was to be in thousands. Overnight AppleTV at approx. £100, saved a £1000.
You see, when a solution can do that, there are no requirements to go back to first principles. Even the most ‘challenged’ ICT person can understand that.
So ACCESSIBILITY. Like all of Apple’s iOS5 devices, AppleTV has the capabilities to provide its full accessible feature set to users. It can read out aloud what is on the screen, it can be programmed in a ’Speech’ mode. All in all it must be the most open and accessible tool available.
This is a dream come true, and is why Apple TV should be at the heart of any new learning space.
CLASSROOM?
http://www.apple.com/appletv.html
http://news.cnet.com/8301-13506_3-57342164-17/apple-tv-the-king-of-set-top-boxes-says-report/
http://elevatedmath.com/blog/2011/11/30/apple-tvs-educational-advantages-in-the-classroom-and-at-home/
http://manymacs.wordpress.com/2011/08/10/every-classroom-needs-an-apple-tv/
BOARDROOM?
http://stuartlynn.co.uk/2011/11/07/how-to-turn-your-ipad-into-a-valuable-boardroom-tool/
http://www.g3ns.com/desktop-boardroom-going-beyond-7-layer-osi-model-james-arnold-roberts
http://digest.widgetstudy.com/apple-please-create-an-apple-tv-for-the-boardroom/
...and that is just the start.
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iPhone launch 4S
iPhone launch 4S and the opportunities for Educational use. Rumours...
There’s been a lot of speculation around the October 4th launch event by Apple. Too many people jumped on the bandwagon about it being iPhone 5. That’ll have to wait, but what we are now seeing is something we should have foreseen in the runes. It was a little like the weather. What we got was not what we expected. Summer didn’t finish, we just got more of it, and better. So it is with Phone 4S.
By the way, most of this article was modified from Lasky’s newsletter. A great source of information about modern electronics sensibly written.
So, did you pour over the launch. I caught up with it midstream and was generally quite heartened, but over all not surprised. 
| Kindle Fire vs iPad 2 vs Galaxy Tab 7.7 vs HTC Flyer |
| iPhone 4S and iPhone 5 – last minute rumour round-up |
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ESSIE survey on the way..
European Survey of Schools: ICT in Education (ESSIE)
workspace.eun.org
The objective of the European Survey of Schools: ICT in Education is to benchmark progress in 31 countries (EU27, Iceland, Norway, Croatia and Turkey) in ICT in education by surveying students, head teachers and teachers on the availability and use, including opinions and attitudes, of ICT in schools, thus contributing to the development of updated, relevant and efficient indicators as well as to the establishment of a long-term and continuous monitoring system on ICT access, use and impact.
The survey of schools is one of a series within the European Union's cross-sector benchmarking activities comparing national progress to i2010 and EU2020 goals. It is the first Europe-wide survey of schools' ICT for six years, following Europe 2002 and EU2005 surveys.
The Survey is funded by the European Commission Information Society and Media Directorate General. It is a partnership between European Schoolnet and the Service d’Approches Quantitatives des faits éducatifs in the Department of Education of the University of Liège.
The focus of the study is on developing indicators and gathering and analysing data on students’ use, competence, and attitudes to ICT. Teacher and school level factors will be investigated as regards their impact on students. The main areas of investigation are:
- Students' digital competence and attitudes towards ICT
- Students' ICT use in /out of classroom
- Teachers' professional ICT use in/out of classroom
- Teachers’ attitudes towards pedagogical ICT use
- School infrastructure, connectivity and ICT access
- School leadership in ICT and ICT for pedagogy Under the guidance of a Steering Committee, work comprises five stages.
Under the guidance of a Steering Committee, work comprises five stages.
1 Survey Development
The survey comprises three questionnaires derived from an analytical framework and based on the results of a literature review. Two questionnaires focus on head teachers and class teachers at primary, lower secondary, upper secondary academic and upper secondary vocational education levels. They enable comparison with the surveys used by the eEurope 2002 and 2005 initiatives, for example Benchmarking Access and Use of ICT in European Schools), but are enriched and updated, addressing ICT use in and out of school. The third questionnaire is for two groups of students: one at ISCED 2 (grade 8 – 13.5 years old on average) and the other at ISCED 3 (grade 11 – 16.5 years old on average). The same questionnaire will be administered to both groups of students and addresses ICT use both in and out of school. Questionnaires will only contain closed questions, on facts (access and use, for example) and on opinions (statements, for example) and will be piloted in the UK and France, then revised and translated into the 23 official languages of the 31 countries.
2 Sampling
National coordinators nominated by education ministries support the sampling process. Using official school databases in each of the 31 countries, they prepare lists according to guidelines in a sampling manual, enabling 300 schools to be randomly selected at each of four levels: primary, lower secondary, upper secondary academic and upper secondary vocational level, in total around 1200 schools in each country. In each school, the head teacher is to complete the head teacher questionnaire and one class is randomly selected: at grades 4 (on average 9.5 year old pupils), 8 and 11. Three teachers (one in primary school) teaching that class are then randomly selected; they are to complete the teacher questionnaire. Only students in the grade 8 and 11 classes are to complete the student questionnaire. At school level, the randomised sampling of the class and the teachers will be done by a school coordinator identified by the head teacher and supported by the national coordinator, guidance materials in their language and a video training session.
3 Data Collection
The survey is completed online by heads, teachers and students, using a platform designed and managed by a data processing centre. In a few countries, questionnaires may nevertheless be administered on paper because of lack of equipment available (mostly in primary schools). National coordinators monitor the collection process, following-up response rate, sending reminders if there is no answer to automatic reminders, etc. The data collection period begins six weeks after the start of the school year and ends in November. There are incentives for questionnaire completion.
4 Data analysis
In addition to cleaning and codification processes, standard statistical tools are applied to each query. The statistical analysis will provide comparisons and trends analysis with past data collections, analysis of new data, country by country analysis (31 country reports) and an article. The analysis will be enriched with a qualitative analysis to identify facts to be investigated and hypotheses to be statistically tested by the data, and provide opportunities for understanding and clarification. The qualitative analysis will use existing contextual data (e.g. household equipment from EUROSTAT) and information at country level (contained in the annual European Schoolnet Insight country reports, for example) to enrich the analysis.
5 Reporting
Draft findings are presented and discussed at a stakeholder workshop early in 2012 and the survey final report delivered in spring 2012.
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